Applied Cognitive Psychology最新文献

Techniques to improve episodic memory such as eye-witness events have been the focus of much research in psychology. The present experiment investigates the effect of two techniques, episodic specificity induction (ESI) and eye-closure (EC) to assess if their conjoined effects are additive or interactive regarding the recall and subjective ratings of thematic and perceptual information of short video clips. It was found that both ESI and EC enhanced recall and that the effects were primarily additive. This was found for both thematic and perceptual details. ESI and EC interacted for subjective ratings of perceptual vividness but not story coherence. For the former, EC increased vividness ratings in the control but not the ESI group. The cognitive basis of these effects and possible applications are discussed.

This study investigates the effect of survey order in measuring self-reported cognitive load. Understanding how survey order influences responses is crucial, but it has been largely overlooked in the context of cognitive load. Using a 2 × 2 experimental design with 319 high school students, the study manipulated intrinsic cognitive load (ICL) (pre-training vs. no pre-training) and survey order (ICL-first vs. extraneous cognitive load [ECL]-first). The results of the two-way MANOVA showed that pre-training contributed to the management of cognitive load. Cognitive load scores varied with survey order: extraneous and intrinsic load scores were higher on the ECL-first order, contrary to previous findings. However, pre-training and survey order had no significant effect on the achievement test. The structural validity of the cognitive load scale was consistent across survey types. These findings highlight the importance of survey order when considering cognitive load and provide insights for optimizing survey design in educational contexts.

COVID-19 greatly increased the online delivery of higher education. But one limitation of online learning is that students often struggle to stay engaged while watching online lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found that instructor visibility in lecture videos did not affect either engagement or learning overall. However, participants reported higher engagement when they watched a video that aligned with their preference for instructor visibility. For example, participants who favored videos with the instructor visible reported greater engagement with such videos compared to those without the instructor, and vice versa. Additionally, we examined the effects of playback speed on engagement and learning. Our results suggest that speeded playing did not impact engagement but resulted in better learning efficiency. Lastly, using GPT, we explored participants' open-ended responses to understand their preference for video lectures.

Unfamiliar face matching involves deciding whether two face images depict the same person or two different people. Individual performance can be error-prone but is improved by aggregating (fusing) the responses of participant pairs. With advances in automated facial recognition systems (AFR), fusing human and algorithm responses also leads to performance improvements over individuals working alone. In the current work, I investigated whether ChatGPT could serve as the algorithm in this fusion. Using a common face matching test, I found that the fusion of individual responses with those provided by ChatGPT increased performance in comparison with both individuals working alone and simulated participant pairs. This pattern of results was evident when participants responded either using a rating scale (Experiment 1) or with a binary decision and associated confidence (Experiment 2). Taken together, these findings demonstrate the potential utility of ChatGPT in daily identification contexts where state-of-the-art AFR may not be available.

The primary purpose of this study was to examine the relationships between driving-specific meta-mental beliefs, anger rumination and anger experiences with driver inattention. A sample of 527 adult Australian drivers completed an online survey about their driving-related anger and attention. Bivariate correlations revealed positive relationships between meta-mental beliefs, anger rumination, anger experiences and the frequency of driver inattention (errors and lapses). In contrast, negative associations were typically found between the anger-related variables and the self-reported ability to regulate attention (i.e., attentional presence, flexibility, capacity) while driving. Notably, however, driving anger shared a positive relationship with attentional flexibility. Structural equation modelling demonstrated hierarchical relationships existed between the variables, whereby meta-mental beliefs indirectly affected driving attention, via the effects they had toward driving-related anger. The findings of this study offer valuable insights into how anger-related experiences are developed on the road and how these experiences influence driver attention.

Eyewitness confidence is typically communicated verbally (e.g., certain). Interpretations for verbal confidence statements are variable which could affect decision-making. I explored the extent to which confidence format (i.e., verbal vs. numeric) influences juror decision-making. Participants (N = 468) read a trial vignette in which an expert witness draws attention to the eyewitness's confidence in their suspect identification (uncertain, or certain, or 28%, or 88%). Participants rated the expert's recommendation, rendered a conviction decision, and provided confidence in their decision on a scale of 0 = Not at all confident to 10 = Completely confident. Mock-jurors were more likely to convict when confidence was high. However, mock-jurors were also more likely to convict when confidence was presented verbally. This effect may be attributable to the ambiguity verbal confidence affords, allowing for interpretation in congruence with the eyewitness's identification decision.